Cloudy, Cloudy, Cloudy!!!! (With A Chance of Meatballs???) (Andrea and Cora)

	Cloudy with the Chance of Meatballs By: Judi Barrett
Author(s):	CyberGuides http://www.sdcoe.k12.ca.us/SCORE/Cloudy/cloudytg.htm Mary Coulter
Grade Level:	2nd
Timeframe:	Day 1 Introduce Cloudy with the Chance of Meatballs. Day 2 Students will do internet search Day 3 Students will use research information to write a narrative about clouds.
Lesson Description or Explanation	Students will visit some sites on the Internet to learn more about clouds. They will also look at some photographs of weather. Then they will be given free-write time in their Writer’s Notebooks to write a paragraph about how they thought clouds were made prior to investigation and how they know now that clouds are made. Remember to have a main idea and add details about clouds that stretch farther that just basic information about what they found out about clouds. Kids will then write about how the research they did on clouds is directly connected to the story Cloudy With a Chance of Meatballs.
Indiana Curricular Standards	2.5.2 Write a brief description of a familiar object, person, place or event that: · Develops a main idea · Uses detail to support the main idea. 2.6.7 Capitalize all proper nouns, words at the beginning of sentences and greeting, months and days of the week, and titles and initials in names. 2.2.5 Draw pictures and write brief descriptions that correctly portray key features of an object.
ISTE Standards	3. Research and Information Fluency. Students apply digital tools to gather, evaluate and use information. Students: b. process data and report results 6. Technology operations and concepts. Students demonstrate a sound under- standing of technology concepts, systems and operation. Students: a. understand and use technology systems.
Assessments Formative/Summative	Formative: As the students are working we will observe and confer with each individual student by way of conferencing. During this time we will provide individualized instruction based on the student’s needs and interests. We will also use the information that we gather from our students to make decisions about how we can best scaffold them to the next level. Summative: Final writing will be graded based on; Writing needs to have a main idea and at least three details about clouds. Sentences should begin with capital letters and end with the needed punctuation. Creativity/personal writing flair and personality Evidence that the kids went through the writing process of brainstorming, drafting, editing, revising, and publishing with invested minds. Writing should be legible so others can read it.
Prior Knowledge	Curricular Knowledge or Skills: Students read and understand grade-level-appropriate material. Students are familiar with writing compositions that describe and explain familiar objects, events and experiences. Student’s writing demonstrates a command of Standard English. Students are actively engaged in exploring how the world works. Technology Knowledge: Students have knowledge of the computer. Students know how to follow a web link.
Technology	Internet Resources: http://vortex.plymouth.edu/clouds.html http://www.photopixels.com/lightning/index.html Hardware: Computer Software: Internet Explorer
Procedure	Introduction Recently, we’ve been noticing from your writing that you are ready to move on to a new level of brainstorming process of Writer’s Workshop. This part is called research. We’ve also been noticing that you have an interest in weather! We have chosen the book, Cloudy With a Chance of Meatballs to give you an idea of how sometimes authors decide to use scientific information to write books. Have you read the book Cloudy With a Chance of Meatballs or a book like it? (Give a quick book talk) In this particular book, something very peculiar happens. Pay close attention as we follow this most interesting story. Read the book to the class. What do you know about how clouds are formed? What are clouds made from? What makes some clouds rain or snow? Model on the computer via LCD projector. For the students the process they will be going through and read them the following instructions that will be on the computer. The Process: Here is a page to help you collect information about clouds and lightening. If you want to use the page, go to this site and print it. Click here. Now look at the following web sites: 1. Clouds Look at the table. Read the information. 2. Cloud Pictures Click on Lightning and/or on Nature and Weather. Look at all of the photos. 3. Cloud Photographs Scroll down to Cloud Descriptions and Pictures. Read the information and click on each link to see pictures of the cloud types. Collect your information about clouds and lightning. Now write a paragraph about how clouds are formed, and what makes a cloud rain. Give the paragraph to your teacher.
Differentiated Instruction
ESL	Students will work in collaborative pairs with the English learners being paired with an English speaker. They will have access to a word chart with the common words from the sites to refer to for sounds of letter chunks, etc.
Challenge/Extend	Students will be asked to compare and contrast the different clouds. Students can research lightning and the relationship between lightning and clouds.
Special Needs	A variety of teaching strategies will be used. Direct instruction Private conferences Inquiry base learning Cooperative learning

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